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Course:
4th Grade
language arts, and math)
Teacher:
Richelle Colucci-Nunn
Established
Goal(s)/Standard(s
):
See Table on
pages 6-7
Transfer
Transfer Goals: Students will be able to independently use their learning to:
1. Make informed, sustainable choices in their own lives.
2. Be active participants and problem solvers in real issues that affect them, their homes, schools and
communities (Pennsylvania Department of Education, 2009, p. 3).
Meaning
Understandings:
Students will understand that:
Essential Questions:
Students will keep considering
Acquisition
EDUC 512-900
McTighe 2011
Knowledge:
Students will know . . .
Skills:
Students will be skilled at . . .
Teacher:
Richelle Colucci-Nunn
EDUC 512-900
McTighe 2011
Performance Tasks:
Students will show that they really understand by evidence of
1. Researching and presenting to the class on the environmental impact from the life cycle of a food or product of
their choosing. Students may present in their choice of format: written paper, poster, cartoon strip, 3D
display/diorama, song, video, board game, puzzle, or slideshow presentation.
2. Writing their own definition of OR a motto for sustainability in a phrase or sentence. (Share a few childrens
definitions and/or well-known mottos to use as models if necessary.) Students may choose to use these in their
sustainability initiative presentation.
3. Individually, with a partner, or with a group, design a plan for a sustainability initiative in the home, school, or
community, and present the plan to the class. The class will vote on which school or community initiative to carry
out for the culminating class project. (Students will be encouraged to also carry out one or more home-based
sustainability initiatives with their families.)
Teacher:
Richelle Colucci-Nunn
Other Evidence:
Students will show they have achieved Stage 1 goals by.
1. EU2,5; S3
2. EU1-6; EQ7+;
K1,3; S1
3. K1; S1
4. EU1; EQ2; S4
1. Calculating water consumption of their group and comparing to the rainfall of different locations.
2. Creating a concept map for sustainability (in lieu of test or quiz). Concept map must address EQ7 and at least 2
other EQs.
3. Using sustainability vocabulary appropriately in class discussions, journals, and performance assessments.
4. Answering EQ2 by analyzing data presented in a human footprint GIS.
Pre-Assessments:
1. EQ1-9
1. K-W-L activity
Alignment to
Transfer Goals,
Essential
Understandings,
Essential
Questions,
Knowledge, and
Skills
Learning Events:
Student success at transfer, meaning, and acquisition depends upon
1. T1; EU1,3;
EQ1,2,4; K1; S1
2. T1; EU1,2,3;
EQ1,8,9; K1;
S1,4
EDUC 512-900
McTighe 2011
Progress Monitoring
Teacher:
Richelle Colucci-Nunn
3. EU2,3; EQ3,4;
S3
4. EU2,3;
EQ1,4,5,8;
K1,3; S1,3
5. T1; EU3,4,5;
EQ1,5,6,8,9,10
S2; K1,3
6. EU2,3; EQ3,4
7. T1; EU3,4,5;
EQ1,5,6,8,9,10
S2; K1
8. EU2,3,4,5,6;
EQ3,4,8,9;
K1,3; S1,3
9. EU3; EQ3,4; K1;
EDUC 512-900
McTighe 2011
Teacher:
Richelle Colucci-Nunn
S1
10. EU3,6; EQ1,5,8;
S1
11. EQ1,5,8; S3
12. EU1,5;
EQ2,3,7,8,10;
K3
13. EU1,2,5;
EQ2,4,8; K1,3;
S1,4
14. EU1,2,4,6;
EDUC 512-900
McTighe 2011
9. Clean Air Fortune Teller Game (1/2 block) Students will play with a
partner to learn about Earths air cycle and air pollution facts (which
will be updated from template with facts from Whats in the Air Gets
Around poster).
10. Air Villain Line-up (1/2 block) - Students are randomly assigned an Air
Villain Trading Card. After reading their assigned card, students will
participate in an Air Villain line-up, presenting their villain to the class.
Class discussion considering EQs follows. Students will then select
which villain they think is the most villainous, and write in their
journal who they picked and why.
Energy (2 blocks)
11. Personal Energy Use activity (1/2 block) In heterogeneous groups,
students will brainstorm types of personal energy use. Groups will
share and teacher will list ideas on board. Students will then be given
The Energy I Used Today worksheets (p. 14) to see what they may
have missed. Students will individually complete the worksheet and
calculate their energy consumption. As a class, students will create a
histogram of their personal energy usage followed by a class
discussion considering EQs.
12. Home Energy Conservation Jigsaw activity (1/2 block) - Students will
read about an assigned home energy use (heating/cooling,
appliances, lighting, water heating, and transportation) and discuss
conservation ideas with their expert group. They will then teach their
topic to their home group. Class discussion considering EQs follows.
Teacher will guide students to think about how our current energy use
compares to use by pioneers or use in different regions of the world.
13. Energy Source lesson and Jigsaw activity (1 block) Play video as
introduction to different energy sources. Students select one energy
source to research further by reading in their text or independent
reading level trade books. They will meet with their expert group to
share information and then teach their topic to their home group.
Share US energy source chart (p. 13) and have students compare US
energy use to other regions of the world using National Geographics
Interactive MapMaker. Read aloud The Boy Who Harnessed the Wind
(Kamkwamba) as introduction to class discussion considering EQs.
Teacher:
Richelle Colucci-Nunn
EQ1,2,9,10;
K1,3; S1,4
EDUC 512-900
McTighe 2011
Teacher:
Richelle Colucci-Nunn
20. EU1-6;
EQ7,10;K1-3;
S1,2,5
Established Goals/Standards
PDE SAS
Environmen
t and
Ecology
4.1.4.E.
Explain that
ecosystems
change over
time due to
natural and/
or
human
influences.
4.3.4.A.
Identify ways
humans
depend
PDE SAS
Science and
Technology and
Engineering
Education
3.3.4.A4.
Recognize Earths
different water
resources,
including
both fresh and
saltwater.
3.4.4.B2.
Explain how the
use of
technology
EDUC 512-900
McTighe 2011
PDE SAS
Geography
National Geography
Standards
Common Core
Language Arts
7.1.4.A.
Describe how
common
geographic
tools are used to
organize and
interpret
information about
people, places,
and
environment.
7.1.4.B.
Describe and
locate
places and
14
The student knows and
understands:
1. People modify the physical
environment
2. People use technology to get
what they need from the physical
environment
3. The consequences of human
modifications of the physical
environment
16
The student knows and
understands:
1. The characteristics of
Standard: CC.1.4.4.V
Conduct short
research projects that
build knowledge
through investigation
of different aspects of
a topic.
CC.2.2.4.A.1
Represent and solve
problems involving the
four operations.
Standard: CC.1.4.4.X
Write routinely over
extended time
frames (time for
CC.2.1.4.C.3
Connect decimal
notation to fractions,
and compare decimal
Teacher:
Richelle Colucci-Nunn
on natural
resources
for
survival.
Identify
resources
used to
provide
humans with
energy, food,
employment,
housing and
water.
affects the
environment in
good and bad
ways.
regions as
defined by
physical
and human
features.
4.3.4.B.
Identify the
geographic
origins of
various
natural
resources.
3.4.4.E3.
Identify types of
energy and the
importance
of
energy
conservation.
7.2.4.A.
Identify the
physical
characteristics of
places
and regions.
4.4.4.A.
Describe the
journey of
local/global
agricultural
commodities
from
production
to
consumption.
3.4.4.E5.
Recognize that a
transportation
system
has many parts
that
work together to
help
people travel and
to
move goods from
place to place.
7.3.4.A.
Identify the
human
characteristics of
places
and regions using
the
following criteria:
Population
Culture
Settlement
Economic
activities
Political
activities
EDUC 512-900
McTighe 2011
research, reflection,
and revision) and
shorter time frames
(a single sitting or a
day or two) for a
range of disciplinespecific tasks,
purposes and
audiences.
fractions (base 10
denominator, e.g.,
19/100).
Teacher:
Richelle Colucci-Nunn
4.5.4.A.
Identify how
people use
natural
resources in
sustainable
and
nonsustainable
ways.
4.5.4.C.
Describe how
human
activities
affect the
environmen
t.
4.3.4.D.
Describe a
waste
stream.
Identify
sources of
waste derived
from the use
of natural
resources.
Identify
those
items that
can
be recycled
and those
that
can not.
Describe
how
EDUC 512-900
McTighe 2011
7.4.4.B.
Identify the effect
of
people on the
physical
systems within a
community.
Teacher:
Richelle Colucci-Nunn
everyday
activities may
affect the
environmen
t.
4.3.4.C.
Science as
Inquiry
Lesson/activity/assessment resources:
Human Footprint lesson based on ideas from http://www.nationalgeographic.com/xpeditions/lessons/14/g68/HumanFootprint.pdf
Comparing Apples and Earth activity based on ideas from http://www.landlearn.net.au/print/apple_earth.htm
Water, Water, Everywhere and Not a Drop to Drink activity based on ideas from http://www.landlearn.net.au/newsletter/2004term2/page2.htm
Water consumption and Water bottle life cycle lessons and activities based on ideas from https://sustainableschools.asu.edu/learnmore/toolkit/water/
Tragedy of the Commons lesson and Gone Fishing game based on ideas from
https://sustainableschools.asu.edu/docs/sustainableschools/toolkit/Multi-Day-Lessons/CommonsHandouts.pdf
Whats in the Air Gets Around poster and Clean Air Fortune Teller Game from http://www.dec.ny.gov/education/52185.html
Personal energy use and Home Energy Conservation Jigsaw activities based on ideas from http://www.need.org/files/curriculum/guides/Saving
%20Energy%20Student%20Guide.pdf
Landfill activity based on ideas from http://www.educationworld.com/a_lesson/03/lp308-04.shtml
Perils of Plastic lesson based on ideas from http://www.nationalgeographic.com/xpeditions/lessons/14/g68/HumanFootprintPlastic.pdf
3RC lesson based on ideas from http://www.sciencekids.co.nz/lessonplans/earth/recycling.html
http://www.kidzone.ws/plans/view.asp?
i=150 and https://www.teachengineering.org/view_lesson.php?url=collection/cub_/lessons/cub_environ/cub_environ_lesson05.xml
Other resources:
Pennsylvania Department of Education (2009). Academic Standards for Environment and Ecology.
http://static.pdesas.org/content/documents/academic_standards_for_environment_and_ecology.pdf
Earths Natural Resources and Human Impacts
ftp://ftpdata.dnr.sc.gov/geology/Education/PDF/Natural%20Resources.pdf
Products, the Environment and Consumer Choices
http://www1.umn.edu/humanrts/edumat/sustecon/lessons/lesson4.html
Life cycle information
EDUC 512-900
McTighe 2011
EDUC 512-900
McTighe 2011